KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Syllabus

Primary Year 1

1 Primary Year 1 Syllabus

Primary Year 1

Syllabus

2 Primary Year 1 Syllabus

Primary Year 1 Syllabus 1. Overview: This syllabus sets out the themes, topics, grammar and vocabulary pupils will learn in Primary Year 1. It explains how the Year 1 content is organised, the place of thinking skills in Year 1, and the role of phonics in helping pupils to learn to read. It also sets out text types suitable for pupils in Year 1. 2. Themes and Topics: The English Language Curriculum for Malaysian Primary Schools emphasises the importance of sustaining the use of the English language within and beyond the classroom. The curriculum adopts an inter-disciplinary approach and this is reflected within the three broad themes of:

World of Self, Family and Friends

World of Stories

World of Knowledge The unit topics in the Year 1 textbook, Superminds1 (Introduction Unit – Unit 4) and the non-textbook-based lesson outlines, all support these themes. Details of the themes and lessons can be found within the Scheme of Work document. 3. Grammar: Pupils are exposed to grammar all the time as they learn English, but they are not expected to analyse grammar explicitly in detail in Year 1. The aim of learning English in Years 1 and 2 is very much to provide pupils with positive and successful experiences with English, so that the motivation to learn comes from meaning and enjoyment rather than a specific focus on grammar. This focus on meaning and enjoyment helps children to build positive attitudes to and confidence with learning English. Pupils can carry these positive attitudes and motivation into Year 3, when they begin to focus more explicitly on grammar. 4. Vocabulary: The Year 1 syllabus indicates vocabulary in 3 ways: by topic, by category and alphabetically. The words in the Year 1 wordlist are found in the textbook units and in further lessons described within the Scheme of Work. Many words are introduced in the textbook and are recycled in the non-textbook-based lessons. Teachers can choose other words for pupils to learn or omit some words from the wordlist, if this is appropriate to a teacher’s local context. Pupils are not expected to learn these words by heart, or to spell all of them with 100% accuracy, as complete accuracy in spelling is above pre-A1 targets in the Common European Framework of Reference (CEFR). Year 1 teachers may also wish to refer to the following available wordlist resource:

Cambridge English: Starters (Pre-A1) The Teacher’s Handbook (pages 15 – 18) contains a useful list of words that can be taught at a pre-A1 level (i.e. Working towards A1). http://www.cambridgeenglish.org/images/153612-yle-handbook-for-teachers.pdf

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5. Higher Order Thinking Skills (HOTS): Pupils have frequent opportunities to develop thinking skills as they learn English in Year 1. Both the textbook-based and non-textbook-based lessons do this through helping pupils to think about the content and values shown in stories, and through helping them to apply knowledge linked to other subjects in the curriculum. Many tasks involve thinking skills. The Colours section in Unit 1 of the textbook, for example, encourages pupils to make hypotheses and requires them to interpret visual information. A number of tasks in the non-textbook-based lessons involve pupils in designing tasks for other pupils. Designing these tasks encourages pupils to analyse and evaluate what they already know and to use their imagination. The Language Arts strand of the syllabus gives pupils opportunities to solve problems and to think creatively. A good example here is Lesson 10, in which pupils work together to use their bodies to represent numbers. 6. Phonics: Some Year 1 pupils will already be able to read, and others will be starting or still learning to read. Pupils who are starting or still learning to read will need help with identifying and recognising letter sounds on the page, matching these with the appropriate letters, and blending sounds and letters in order to build words. Phonics is a systematic approach to helping these pupils to learn to read through matching corresponding sounds and letters. A table of common sound and letter correspondences is below to help you with your phonics teaching.

Learning to read involves both word recognition and language comprehension. Phonics is about word recognition, and this is a first step in helping pupils to be able to concentrate on understanding words. The role of meaning is therefore vital in helping pupils to learn to read. This is why playful and enjoyable phonics activities which focus on meaning as well as on

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sounds and letters can be motivating and memorable for pupils, and can contribute to pupils’ reading skills development. It is suggested that teachers teach these sound-letter correspondences in the order they appear in the above table, starting with /s/ s in the first row, and finishing with /ɔɪ/ (oi) in the bottom row. The Year 2 syllabus includes a phonics table of further sound-letter correspondences. For pupils who require this focus, guidance can be found in the Scheme of Work, which suggests beginning from Row ‘a’ and ending on Row ‘j’. It is recommended that relevant activities are selected from the teacher’s own bank of resources or from the Year 1 KSSR English Language Teacher’s Guidebook and LINUS, Literasi Bahasa Inggeris (LBI) Pupil’s Module 1 and 2, Second Edition. There are also supplementary activities in reading and writing lessons in the Scheme of Work. However, these activities are to supplement the lesson only and should not be seen as a replacement for the lesson in the Scheme of Work. 7. Text types: Text types are intended to be interesting and relevant to the lives of children of this age. The text types provided below are most appropriate to pupils in Years 1 – 4, covering Working towards A1 to A1. Additional text types will be added from Year 5 as a result of pupils reaching an A2 level within the CEFR. When designing or choosing Year 1 text types, it is important that the teacher’s focus should be on content which is within their pupils’ personal interest or life experience. The concepts in the text types should generally be concrete and specific rather than abstract, as is suitable for this age group. The text types should be short (e.g. a two-line postcard or a four-line poem) and should include support for pupils when suitable (e.g. pictures to support a very simple crossword). 8. Suggested Text Types:

Badges Chants Charts Crosswords Descriptions Dialogues Emails Greetings Instructions Labels

Lists Postcards Posters Raps Poems Quizzes Short forms Songs Stories

These text types will often be supported by visuals and would usually be around 20 – 30 words in length. Other text types which suit pupils’ needs or interests are, of course, possible. 9. Progress within the CEFR By the end of Primary Year 1, pupils will be working towards A1 of the CEFR in listening, speaking, reading and writing.

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Year 1 Scope and Sequence:

Theme Unit Topic Grammar Content

Vocabulary

World of Self, Family and Friends

Introduction Friends What’s your name? I’m (Thunder). How old are you? I’m (seven)

Numbers One, two, three, four, five, six, seven, eight, nine, ten Colours yellow, red, orange, purple, green, blue Fixed phrases Look at me, My turn Other vocabulary balloon, cat, animal, sing, dance, speak, nice, Cool!

World of Self, Family and Friends

1 At School What’s this? It’s a (pencil). Is it a (pen)? Yes, it is. / No, it isn’t. Open your book, please. Pass me a (ruler), please. Sit at your desk, please.

Classroom objects pen, rubber, pencil, book, notebook, bag, desk, ruler, pencil case Colours pink, grey Instructions come back, tell me, sit (at your desk), open (your bag), close (your book), pass me (a pen), watch out, put away (your book), take out (your ruler), look for (the rubber), write Fixed phrases Thank you, Please, I’m sorry, It’s OK, Here you are, Here’s (your pencil case), This is…, in a mess

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Other vocabulary fat, rat

World of Stories

2 Let’s Play What’s his/her name? His/her name’s (Ben/Sue). What’s his/her favourite toy? His/Her favourite toy’s his/her ball. How old is he/she? He’s/she’s seven. It’s a (new kite). It’s an (ugly monster).

Toys kite, doll, monster, plane, computer game, train, car, ball, bike, go-kart Adjectives favourite, long, short, big, small, ugly, beautiful, old, new Shapes triangle, square, circle, parallelogram, rectangle, diamond Other vocabulary fish, bird, boat

World of Knowledge

3 Pet Show The lizard is in/on/under the (bag). I like/don’t like (dogs).

Animals elephant(s), rat(s), lizard(s), frog(s), spider(s), duck(s), dog(s), cat(s), snake(s), butterfly(ies), crocodile(s), tiger(s), giraffe(s) Adjectives beautiful, clever, amazing, great, silly, tall Other vocabulary sister, logs, trees, leaves, grass

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World of Knowledge

4 Lunchtime I’ve got/haven’t got a (sandwich). Have we got any (cheese)? Yes, we have. / No, we haven’t.

Food banana, cake, cheese sandwich, apple, pizza, sausage, chicken, steak, pea(s), carrot(s), orange juice, hot dog, fruit, broccoli, onion(s), green bean(s), mushroom(s), potato(es), corn, peach(es), pineapple(s), pear(s), orange(s), coconut(s), tomato(es), strawberry(ies), pepper(s), vegetable(s) Numbers eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Other vocabulary grow, ground

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Year 1 vocabulary by category Adjectives amazing beautiful big brown clever cold cool fat favourite great hot healthy hungry long new nice old short silly small tall ugly unhealthy Animals butterfly(ies) animal(s) bird(s) cat(s) crocodile(s) dog(s) duck(s)

elephant(s) fish frog(s) giraffe(s) lizard(s) rat(s) snake(s) spider(s) tiger(s) Classroom objects bag book desk notebook pen pencil pencil case rubber ruler Colours blue green grey orange pink purple red yellow Fixed phrases Bye! Cool! Here you are

Here’s (your pencil case) How are you? How do you spell…? I’m fine, thanks I’m sorry in a mess It goes… It’s OK Look at me My turn Please Sorry Thank you There are This is… Where’s…? Food apple(s) banana(s) broccoli cake carrot(s) cheese sandwich chicken coconut(s) corn fruit green bean(s) hot dog mushroom(s) onions orange juice orange(s) peach(es)

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pea(s) pear(s) pepper(s) pineapple(s) pizza potato(es) sausage steak strawberry(ies) sweet(s) tomato(es) vegetable Instructions Close (your book) Come back Look for (the rubber) Open (your bag) Pass me (a pen) Put (the book on the chair) Put away (your book) Sit (at your desk) Take out (your ruler) Tell me Watch out Write

Numbers one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Other vocabulary brother balloon boat day grass ground grow leaf/leaves logs lunch mum robot sister tangram trees Shapes circle parallelogram rectangle square triangle diamond

Toys ball bike car computer game doll go-kart kite monster plane train Verbs dance find go grow guess listen put read run sing speak spend stop take touch turn around write

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Year 1 Vocabulary in alphabetical order amazing animal apple bag ball balloon banana beautiful big bike bird blue boat book broccoli brother brown butterfly(ies) Bye! cake car carrot(s) cat cat(s) cheese sandwich chicken circle clever close (your book) coconut(s) cold cold come back computer game cool

Cool! corn crocodile(s) dance day desk diamond dog(s) doll duck(s) eight eighteen elephant(s) eleven fat favourite fifteen find fish five four fourteen frog(s) fruit giraffe(s) go go-kart grass great green green bean(s) grey grow ground guess healthy

Here you are Here’s (your pencil case) hot hot dog hour How are you? How do you spell…? hungry I’m fine, thanks I’m sorry I’m very sorry in a mess It goes It’s OK kite leaf/leaves listen lizard(s) logs long lunch Look at me look for (the rubber) monster mum mushroom(s) My turn new nice nine nineteen notebook old one onion(s) open (your bag) orange

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orange juice orange(s) parallelogram Pass me (a pen) peach(es) pear(s) pea(s) pen pencil pencil case pepper(s) pineapple(s) pink pizza plane please potato(es) purple put Put away (your book) race rat(s) read rectangle red robot rubber ruler run sausage seven seventeen shark sheep short silly sing sister

sit (at your desk) six sixteen small snake(s) Sorry speak spends spider(s) square steak stop strawberry(ies) sweet(s) tall Take out (your ruler) tangram Tell me ten Thank you There is/are thirteen three This is… tiger(s) tomato(es) touch train trees triangle turn around twelve twenty two ugly unhealthy vegetable watch out

Where’s…? write yellow yummy

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